Do Physical Education Teachers Use Socioconstructivist Communication Patterns in Their Classes?

Autor/inn/en	García-Fariña, Abraham; Jiménez Jiménez, Francisco; Anguera, M. Teresa
Titel	Do Physical Education Teachers Use Socioconstructivist Communication Patterns in Their Classes?
Quelle	In: Journal of Teaching in Physical Education, 41 (2022) 2, S.301-310 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0273-5024
Schlagwörter	Interpersonal Communication; Physical Education Teachers; Teacher Student Relationship; Classroom Communication; Constructivism (Learning); Questioning Techniques; Positive Reinforcement; Student Participation; Grade 6; Foreign Countries; Elementary Education; Training; Spain + Suchen Sie Ihr Suchwort? Interpersonale Kommunikation; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Teacher student relationships; Lehrer-Schüler-Beziehung; Klassengespräch; Befragungstechnik; Fragetechnik; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; School year 06; 6. Schuljahr; Schuljahr 06; Ausland; Elementarunterricht; Ausbildung; Spanien
Abstract	Purpose: This study aims to identify socioconstructivist communication patterns used by physical education teachers and their evolution after participating in a training intervention. Method: The authors analyzed 812 units (messages containing constructivist discursive strategies) employed by two physical education teachers in two teaching modules using observational methodology. The data were analyzed by polar coordinate analysis. Results: In the pretraining phase, Teacher 1 presents two discursive patterns with questions-answers-literal incorporation of student-answers into the teachers' communication, and another formed by praise questions. Teacher 2 generated praise-questions only. In the posttraining phase, Teacher 1 maintains one of the initial patterns and generates another consisting of questions-incorporation of students' actions into the teacher's communication. Teacher 2 incorporates two new patterns composed of information demands that are associated with the use of a specific frame of reference, or meta-statement. Discussion: The use of polar coordinate analysis revealed the presence of communication patterns and their evolution. Conclusion: The training intervention has resulted in changes in the communicative patterns of teachers. The custom-made instrument has allowed knowing the discursive strategies. (As Provided).
Anmerkungen	Human Kinetics, Inc. 1607 North Market Street, Champaign, IL 61820. Tel: 800-474-4457; Fax: 217-351-1549; e-mail: info@hkusa.com; Web site: http://journals.humankinetics.com/journal/jtpe
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01